Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system

Lin, Hao-Chiang Koong; Chen, Mei-Chi; Chang, Chih‐Kai

doi:10.1080/10494820.2013.817435

Cited by 134 publications

(79 citation statements)

References 11 publications

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“…Better spatial ability attainment and achievements were found in the group who used AR application. Lin, Chen, and Chang () applied AR technology in the classroom and designed a learning system and a series of activities to help junior high school students learn solid geometry. They explored the effect of the AR learning system and found that low‐performing students had positive attitudes toward AR technology, which could help them to positively engage in learning.…”

Section: Background and Model Conceptualizationmentioning

confidence: 99%

Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

Cai¹,

Liu²,

Yang³

et al. 2018

Brit J Educational Tech

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Most studies of Augmented Reality (AR) in education have considered students' learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics.

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Section: Background and Model Conceptualizationmentioning

confidence: 99%

Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

Cai¹,

Liu²,

Yang³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Bu araştırma matematik öğretiminde yaşanan problemlerin üstesinden gelmek için, literatürde bulunan uzamsal yetenek ile matematik başarısındaki ilişkiden (Smith, 1964;Fennema ve Sherman, 1977;Guay ve McDaniel, 1977;Battista, 1980;Tracy, 1987;Lin, Chen ve Chang, 2015) yola çıkarak öğrencilerin uzamsal yeteneklerinin geliştirilmesine odaklanmaktadır. Uzamsal yetenek, görsellerin zihinde oluşturulması, devam ettirilmesi, farklı açılardan algılanması, döndürülmesi ve şeklinin değiştirilmesi olarak tanımlanabilir (Linn ve Petersen, 1985;Lohman, 1996).…”

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The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Gün

Atasoy

2017

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“…Recently, empirical studies have addressed the positive effectiveness of learning science by AR on learning motivation or academic achievement (Liou et al, 2017;Hsiao et al, 2016;Hwang et al, 2016). Some studies with regard to AR learning in the field of science have also focused on the evaluation of learners' attitudes or perceived usability (Gopalan et al, 2016;Lin et al, 2015;Tarng et al, 2015). However, few studies have attempted to explore how learners consider learning science with the aid of emerging technologies (e.g., AR), particularly from the perspectives of conceptions of learning, which are defined as the consideration of the learning process and objectives (Benson & Lor, 1999).…”

Section: Introductionmentioning

confidence: 99%

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.

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Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system

Cited by 134 publications

References 11 publications

Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

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